• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.182-189
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• 2021

A study was conducted to identify the general characteristics of some dental hygiene students and to identify the factors affecting the achievement goal orientation and academic achievement according to the teaching method selection for increase the academic achievement of the subject in the special education environment caused by the COVID-19. In the second semester of 2020, a survey was conducted on 122 students of G University's dental hygiene department located in Gwangju, and the general characteristics and achievement goal orientation were surveyed. Academic achievement has used the midterm and final exam scores and the collected data were analyzed using Kruskal-Wallis test, Mann-Whitney U test, Pearson's correlation test, Multiple Linear Regrission. According to the general characteristics, there was a significant difference in subject understanding, subject interest, and subject satisfaction, and learning satisfaction showed a strong correlation with the completion goal tendency. There was a significant difference in academic achievement according to the class choice, and the factor that influenced the academic achievement was the case that the teaching method was chosen face-to-face. Therefore, in order to improve learners' academic achievement, it is necessary to increase the proportion of face-to-face classes and to establish an effective lesson plan that can increase the degree of subject understanding, subject interest, and subject satisfaction.

• Proceedings of The KACE
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• 2018.08a
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• pp.3-6
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• 2018

2015 개정 교육과정에 따라 2019년 3월부터 초등학교 5~6학년 학생을 대상으로 소프트웨어 교육이 실시된다. 궁극적인 소프트웨어 교육의 목표는 컴퓨팅 사고력을 갖춘 창의 융합형 인재를 양성하는 것이다. 이를 위해 초등학교에서는 알고리즘과 프로그래밍의 체험을 통해 소프트웨어 기초 소양을 함양하는 것을 목표로 한다. 이러한 컴퓨팅 사고력을 수업에 효과적으로 적용하기 위해 전용주(2017)는 소프트웨어 및 컴퓨팅에 관련된 사고과정과 원리를 실생활의 소재와 관련지어 창의적이고 능동적으로 그 해결방안을 구현해가는 과정으로 제시할 수 있는 수업 구성 원리인 CT-CPS 수업 모형을 개발하였다. 또한 교육부는 2015 개정 교육과정 실시 전, 소프트웨어 교육을 위한 선도학교를 전국에 지정하여 운영하였다. 선도학교에서의 소프트웨어 교육과정을 분석한 결과 주로 컴퓨팅 사고력의 구성요소 중 알고리즘과 자동화에 초점이 맞춰져 있었다. 엔트리와 스크래치와 같은 블록 프로그래밍 도구를 사용한 코딩교육과 로봇교육을 주로 실시했고, 실제 문제에 대한 학생들이 자료를 직접 다루는 시간은 찾아보기 힘들었다. 컴퓨팅사고력 향상을 위해서는 학생들이 실제 자료를 수집, 분석, 표현해보는 활동이 반드시 필요하다. 이에 본 연구에서 NetsBlox을 활용하고자 한다. NetsBlox는 학생들에게 익숙한 블록형 프로그래밍 도구로 실제 데이터를 온라인상에서 쉽게 받아와서 수집, 분석, 표현을 하게 도와주는 역할을 한다. 따라서 본 연구에서는 초등학생을 위한 NetsBlox를 활용한 CT-CPS기반 프로그래밍 수업을 설계하고자 한다.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.99-119
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• 2013

This study investigated the schemes to apply key competencies to middle school math teaching. Key competencies (KCs, hereafter), however, have been discussed only at the national-level general curriculum. Through the survey with mathematics educators, we selected key competencies that can be better developed through mathematics subject. We investigate ways to apply key competencies into math teaching and learning with the math-talented students who usually lack interpersonal skills and communication skills. Along with KC goals, we selected graphs (or graphing skills in math contents) as learning goals, and we designed and implemented competency-based instruction for the gifted. Through participant observation of math teaching and learning, we identified students' improvement in interpersonal skills and communication skills. We also identified students' skill development in other key competencies such as creativity, problem solving, information processing skills, etc., which can be developed through mathematics teaching and learning. Through this study, we found out that key competencies can be developed through mathematics teaching and we need in-depth studies on this matter.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.233-234
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• 2011

액션러닝은 팀기반으로 실제의 문제를 해결하는 교수-학습방법이다. 최근 대학에서 액션러닝을 도입하여 대학의 현장적합성을 반영하고, 이론과 실제를 겸비한 교육으로의 변화를 추구하는 움직임이 일어나고 있다. 그러나 학습자들이 강의식 수업 또는 다른 팀기반 학습에 비하여 많은 학습노력에 대한 부담감을 느끼고 있으며 교수자들이 이에 대한 수업의 불성실한 참여 및 불만족을 우려하고 있다. 이에 이 연구에서는 학습자들의 성취목표지향성이 학습과정의 개인 노력과 팀노력 그리고 결과만족을 설명할 수 있을 것이라 보고 이들의 관계를 탐색하였다. 분석 결과 숙달접근의 학습자들은 학습노력을 많이 기울이며 결과에도 만족하는 것으로 나타났으며 회피접근보다는 수행접근의 학습자들이 학습 노력을 많이 기울이며 학습결과도 만족하는 것으로 해석되었다. 따라서 액션러닝을 설계하고 운영할 때, 수업방법의 의미와 학습노력 및 결과에 대한 의미부여와 공감을 충분히 하여 숙달접근이 아닌 다른 성취 목표지향성을 보이는 학습자들을 독려할 수 있어야 하겠다.

• Journal of The Korean Association For Science Education
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• v.29 no.6
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• pp.693-711
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• 2009

One of the most important objectives in science education is to develop students' science literacy. The purpose of this study is to analyze the relevance between biology instructional objectives in the 7th curriculum taught in elementary and secondary schools. For this study, 7 major parts in each grade were analyzed including cell, the form and function of plants, the form and function of animals, genetics, diversity, evolution, ecology, and environment. The strand map of instructional objectives is completed that represents the relation between the objectives. The summary of the results from this study is as follows. First, the concept about cells is not fully covered in lower grades including elementary schools. While the concept of energy metabolism is repeatedly covered, there is no concept of energy covered in learning the concept of energy metabolism in elementary schools. Second, the textbooks in elementary and middle schools have main concepts about the form and function of plants while those in high schools don't. The concept related to the part of the form and function of animals is repeatedly involved in the curriculum throughout the elementary, middle, and high schools. Third, the concepts such as genetics and evolution are involved in higher grades since these concepts are abstract ones. The part of genetics and evolution as well as diversity has no connection between grades in schools, so the development of "notion between" is necessary to relate these concepts with each other. Fourth, the 4 parts of diversity, ecology and environment, evolution, and the form and function of plants are covered in limited grade levels. The results of the relevance of gene in lesson goals will play an important rein as the primary material in developing the connection between textbooks in which lesson goals are closely related to each other throughout all grade levels in elementary, middle and high schools.

• Journal of the Korean School Mathematics Society
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• v.22 no.4
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• pp.415-438
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• 2019

The purpose of this study is to examine what aspects of mathematical activities in elementary school mathematics textbooks pre-service school teachers pay attention to in the process of didactic transposition. To do this, the third grade students of the College of Education were asked to analyze the activities of the elementary mathematics textbooks and then select a lesson activities as needed to modify or supplement the activities. As a result of the study, in the process of revising textbook activities for mathematics lessons, pre-service teachers pay attention to whether the textbook activities provide concrete activities, whether they induce student motivation, and whether there is overlap between classes activities. For the didactic transposition of textbook activities for mathematics lessons, pre-service teachers were able to comprehensively utilize relevant curriculum documents such as national curriculum and teachers' manual for checking the goals and achievement standards and lesson objectives.

• Journal of the Korean Society of Clothing and Textiles
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• v.25 no.9
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• pp.1563-1570
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• 2001

이 연구의 목적은 중학교 의생활수업에 대한 창의적 문제해결 수업모형 적용에 있어 창의성 증진효과를 검증하는데 있다. 연구는 중학교 1학년 2개 학급의 남·녀 81명의 학생을 대상으로 하였으며, 가정과 의복의 재활용 단원 수업을 실험반과 비교반으로 나누어 동일한 교사에 의해 주당2시간씩 4회 실시하였다 실험반에는 창의적 문제 해결 수업모형이 적용되었으며, 비교반에는 전통적 수업이 적용되었다. 창의성검사는 한국창의성연구소의 창의성 검사지를 사용하였으며, 사전검사와 사후검사가 동일 검사지로 이루어졌다. 자료의 분석은 사전검사에서 두 학급간의 창의성에 의미있는 차이가 나타나, 두 학급간의 창의성의 차검증에서 사전검사의 영향력을 배제하기 위하여 ANCOVA분석을 실시하였다. 분석 결과 창의성의 유창성 , 융통성 , 독창성 세 개의 하위요인 점수와 이를 합산한 전체 창의성 점수에서 모두 창의적 문제해결 수업 모형을 적용한 실험반의 점수가 통계적으로 의미 있게 높은 것으로 나타났다 이러한 결과를 통하여 볼 때 창의적 문제해결 수업모형을 의생활 수업에 적용하였을 때 창의성이 증진된다고 할 수 있으며 , 중학교 뿐 아니라 고등학교 및 초등학교에서의 창의성 증진을 목표로 하는 의생활 수업에도 적용 가능할 것으로 보며 후속 연구의 수행을 제안하는 바이다.

• Journal of the Korean association of regional geographers
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• v.11 no.2
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• pp.247-262
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• 2005

Environmental education has been introduced in elementary education in the early 1980s; while, environmentally responsible behavior was not improved as much as the educators expected. This paper analyzed the contents of environment education in the textbooks and objectives of the teacher's guidebooks in the seventh national curriculum. The proportion of cognitive objectives were higher than affective ones. Environment preservation and countermeasure, natural environment, environment pollution were overemphasized in all grades. The contents of environmental education were not progressed; it did not follow the spiral curriculum. Social studies dealt with on built environment, population, industrialization and urbanization, resources that the other subjects did not much concern on. Geographic area in social studies was well fit to teach environment as a holistic approach. Environmental programs oriented geographic area within social studies could help to conduct outdoor activities in the residential areas; therefore, environmentally responsible behavior would be improved.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.1-16
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• 2015

This study investigated the analysis of examples that gifted students' realizing the learning objectives through teaching method of the teacher's questions and advice. 6 gifted students were selected to be examined with 'magic square' in class. The teacher emphasized the learning objectives without directly proposing. Whereas, the teacher proposed the learning objectives by questioning and giving advice to students. After the class, the 6 gifted students were surveyed to answer about realizing the learning objectives of mathematics (about contents, process, and attitude in mathematics learning objectives). Mathematical gifted students thought about the process that consists of deductive thinking, analogic thinking, extensive thinking, creative thinking, and critical thinking. But, they underestimated the deductive thinking. So the teacher should develop the questions and advice to teach the mathematical gifted students according to the level of them. The high level of mathematical gifted students were able to realize the value and the importance of the mathematical attitude, while the low level of mathematical gifted students were able to realize them little. For this reason, the teacher should apprehend the level of the students, and propose materials and contents of the learning. The teacher should also make the gifted students realize value, will, and personality of mathematics by questions and advice. Lastly, like it is needed in general classes, there should be a constant researches and improvements about questions of the teacher that are appropriate to each student's learning abilities and cognition ability.

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.121-142
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• 2001

The purpose of this study is to investigate elementary teacher's beliefs and attitudes about mathematics and how those reflect their teaching practices. For this goal : (1) Designing questionnaire to measure elementary teachers' beliefs and attitudes about mathematics (2) Inquiring into character of elementary teacher's beliefs and attitudes about mathematics after analyzing questionnaire (3) Analyzing two teachers' mathematics teaching practices to understand how teacher's beliefs and attitudes affect mathematics teaching practices.